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A platform for research: civil engineering, architecture and urbanism
Design Principles Affecting Motivational and Cognitive Requirements for VR Learning Environments in Engineering Education
https://orcid.org/http://orcid.org/0000-0003-2107-9558
https://orcid.org/http://orcid.org/0000-0002-7011-8106
https://orcid.org/http://orcid.org/0000-0002-6170-7611
Virtual reality is currently the subject of various studies on its use in teaching as it supports advantageous effects like faster and more effective information processing by human brains. It is also believed to benefit from positive factors such as novelty, embodiment and further motivational effects. These advantages of VR have already been evaluated, so that its use in teaching structural mechanics also promises benefits. A virtual mechanics laboratory provides students with opportunities to consolidate and deepen their knowledge by means of various experiments and to build competences. In this context, the psychological concept of the mental model plays an important role. A mental model is created at the end of each learning process and implies the understanding of the learned knowledge in the overall context. This paper presents a study concept, which investigates the influence on the learning success and the formation of a mental model as well as a qualitative understanding of the students based on various prototypes for virtual reality. Students of engineering science complete experiments of varying degrees of difficulty. For the evaluation, both cognitive and motivational parameters of the test persons are collected, and the results of the different test groups are evaluated by means of success control. The prototypes are designed as applications for VR headsets. Special attention is paid to the necessary degree of attention control and the displayed annotations in order to achieve the best possible learning result without cognitively overloading the user.
Design Principles Affecting Motivational and Cognitive Requirements for VR Learning Environments in Engineering Education
https://orcid.org/http://orcid.org/0000-0003-2107-9558
https://orcid.org/http://orcid.org/0000-0002-7011-8106
https://orcid.org/http://orcid.org/0000-0002-6170-7611
Virtual reality is currently the subject of various studies on its use in teaching as it supports advantageous effects like faster and more effective information processing by human brains. It is also believed to benefit from positive factors such as novelty, embodiment and further motivational effects. These advantages of VR have already been evaluated, so that its use in teaching structural mechanics also promises benefits. A virtual mechanics laboratory provides students with opportunities to consolidate and deepen their knowledge by means of various experiments and to build competences. In this context, the psychological concept of the mental model plays an important role. A mental model is created at the end of each learning process and implies the understanding of the learned knowledge in the overall context. This paper presents a study concept, which investigates the influence on the learning success and the formation of a mental model as well as a qualitative understanding of the students based on various prototypes for virtual reality. Students of engineering science complete experiments of varying degrees of difficulty. For the evaluation, both cognitive and motivational parameters of the test persons are collected, and the results of the different test groups are evaluated by means of success control. The prototypes are designed as applications for VR headsets. Special attention is paid to the necessary degree of attention control and the displayed annotations in order to achieve the best possible learning result without cognitively overloading the user.
Design Principles Affecting Motivational and Cognitive Requirements for VR Learning Environments in Engineering Education
https://orcid.org/http://orcid.org/0000-0003-2107-9558
https://orcid.org/http://orcid.org/0000-0002-7011-8106
https://orcid.org/http://orcid.org/0000-0002-6170-7611
Virtual reality is currently the subject of various studies on its use in teaching as it supports advantageous effects like faster and more effective information processing by human brains. It is also believed to benefit from positive factors such as novelty, embodiment and further motivational effects. These advantages of VR have already been evaluated, so that its use in teaching structural mechanics also promises benefits. A virtual mechanics laboratory provides students with opportunities to consolidate and deepen their knowledge by means of various experiments and to build competences. In this context, the psychological concept of the mental model plays an important role. A mental model is created at the end of each learning process and implies the understanding of the learned knowledge in the overall context. This paper presents a study concept, which investigates the influence on the learning success and the formation of a mental model as well as a qualitative understanding of the students based on various prototypes for virtual reality. Students of engineering science complete experiments of varying degrees of difficulty. For the evaluation, both cognitive and motivational parameters of the test persons are collected, and the results of the different test groups are evaluated by means of success control. The prototypes are designed as applications for VR headsets. Special attention is paid to the necessary degree of attention control and the displayed annotations in order to achieve the best possible learning result without cognitively overloading the user.
Design Principles Affecting Motivational and Cognitive Requirements for VR Learning Environments in Engineering Education
Lecture Notes in Civil Engineering
Toledo Santos, Eduardo (editor) / Scheer, Sergio (editor) / Krischler, Judith (author) / Vogt, Andrea (author) / Albus, Patrick (author) / Koch, Christian (author)
International Conference on Computing in Civil and Building Engineering ; 2020 ; São Paulo, Brazil
Proceedings of the 18th International Conference on Computing in Civil and Building Engineering ; Chapter: 82 ; 1175-1186
2020-07-14
12 pages
Article/Chapter (Book)
Electronic Resource
English
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